Competencias actitudinales docentes en la inclusión educativa: revisión sistemática de la literatura
DOI:
https://doi.org/10.61347/ei.v5i2.372Palabras clave:
Autoeficacia, competencias actitudinales, diversidad, docentes, inclusión educativaResumen
La inclusión educativa depende no solo de políticas, recursos y estrategias pedagógicas, sino también de la disposición del profesorado para reconocer y responder a la diversidad presente en los contextos escolares. El objetivo del estudio fue analizar las competencias actitudinales docentes relacionadas con la inclusión educativa mediante una revisión sistemática de la literatura científica. La investigación se desarrolló conforme a las directrices PRISMA 2020, mediante una búsqueda en Scopus de artículos publicados entre 2022 y el 21 de agosto de 2026, aplicando criterios de inclusión y exclusión previamente establecidos. De 188 registros identificados inicialmente, 27 estudios fueron incluidos en la revisión final. Los resultados evidenciaron que las principales competencias actitudinales asociadas con la inclusión fueron la autoeficacia docente, la valoración positiva de la diversidad, la empatía, la adaptabilidad, la colaboración, la sensibilidad sociocultural y el compromiso ético. Su desarrollo estuvo condicionado por limitaciones relacionadas con la formación insuficiente, la baja confianza profesional, las barreras emocionales, el escaso apoyo institucional y la disponibilidad limitada de recursos. Se concluyó que las competencias actitudinales constituyen un componente esencial para traducir los principios de inclusión en prácticas educativas concretas, por lo que su fortalecimiento requiere articular formación continua, acompañamiento institucional, colaboración profesional y condiciones adecuadas para responder de manera efectiva a la diversidad.
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Derechos de autor 2026 Tania de las Mercedes Rosillo Insuasti, Lucila Johana Suárez Santillán
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
